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ing their confidence. Therefore, during the process of foreign language teaching activity, teachers should consider student’s individual difference, such as sex, character, languages competence and so on, and develop their own advantages. As for those students who have weak language basis, of teachers should objectively and fairly evaluate their behavior, give them more affirmation, enhance learning achievement and reduce sense of failure. Reducing classroom anxiety and language anxiety, overcoming psychological inhibition and fear, will help students establish and increase confidence, protect their self-esteem, and improve language comprehensive competence.

Conclusion
This thesis studies learner’s four major affective factors: anxiety, motivation, self-esteem, self-confidence and inhibition. The results of the survey reveal that various affective factors are intertwined and interrelated, and motivation plays a very important role in successful attainment of language acquisition. High motivated students can get actively involved in the learning process and achieve greater success. Students who lack motivation have no desire and make no effort in learning process at all. However, lack of motivation seems to be a trend in our foreign languages learning classroom. Furthermore, this thesis also discusses affective factors which affect foreign languages learning, thinks that positive affective factors are beneficial to foreign languages learning, however, negative affective factors have negative influence on foreign languages learning and learning results. Furthermore, teachers should have a right and normal attitude to the relationship between the affective factors and foreign languages learning. At the same time, teachers should enrich teaching methods; establish good learning environment and atmosphere. Furthermore, teachers should pay attention to student’s character, apply active affective strategy, help students thoroughly make use of positive affective factors, reduce or remove negative affective factors, stimulate learning enthusiasm, bring learning potentials into play. Teachers should understand that the students who hear far more critical than encouraging remarks about themselves may suffer in their self-esteem, which can cause them to feel unsure about trying new ventures, or can interfere with learning, relationships, succeeding and numerous other crucial things in life. It’s the conditions that cause great unhappiness and impede their personal growth.
Furthermore, what students study in classroom may seem meaningless and boring, with application to their lives. Secondly, teachers should understand that helping foreign languages learners to be aware of affect in foreign languages learning can provide the scaffolding for more effective and efficient learning. A broad understanding of learning environments, learning styles and learning strategies can allow foreign languages learners to take control of their learning and maximize their potentials for learning. At the same time, students should need time to investigate and experience resources that enable them to experiment and discuss, and they need the opportunity to evaluate what they are learning. Therefore, during foreign learning teaching, teachers should change concept, intensify awareness that emotive factors have great influence on language learning, put emphasis on student’s emotion release and emotion expression, strengthen self-confidence and